A holistic look at education of the Syrians under temporary protection in Turkey: policy, leadership and practice

References

• Abaya, J., & Normore, A. (2014). The contextual impact on school leadership in Kenya and need for trust formation. Planning and Changing, 45(3/4), 285–310.
   Google Scholar
• Ak-Küçükçayır, G. (2018). The power of emotions: A qualitative exploration of teachers' emotion in Syrian refugee schools in Turkey. Paper presented at in H.Rosenblum (Chair), Emotion in Teacher Education-From Theory to Practise.Symposium conducted at the meeting of ECER 2018, Bolzano, Turkey.
   Google Scholar
• Anderson, A., Hamilton, R., Moore, D., Loewen, S., & Frater- Mathieson, K. (2004). Education of refugee children: Theoretical perspectives and best practice. In R. Hamilton & D. Moore (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 1–12). London: Routledge Falmer.
   Google Scholar
• Arar, K., Brooks, J., & Bogotch, I. (2019). Education, immigration and migration: Policy,leadership and praxis for a changing world. Emerald.
   Google Scholar
• Arar, K, Örücü, D, & Ak Küçükçayır, G. (2018a). Culturally relevant school leadership for Syrian refugee students in challenging circumstances. Educational Management Administration & Leadership. doi:10.1177/1741143218775430
   Web of Science ®Google Scholar
• Arar, K, Örücü, D, & Ak Küçükçayır, G. (2018b). These students need love and affection: experience of a female school leader with the challenges of syrian refugee education. Leading and Managing, 24(2), 28–43.
   Google Scholar
• Arar, K., Örücü, D., & Ak-Küçükçayır, G. (2019 upcoming). Dramatic experiences of educators coping with the influx of Syrian refugees in Syrian schools in Turkey. In K. Arar, S. J. Brooks, and I. Bogotch (Eds.), Education, immigration and migration: policy, leadership and Praxis for a changing world EMERALD Publishing.
   Google Scholar
• Avolio, B. J. (2007). Promoting more integrative strategies for leadership theory-building. American Psychologist, 62(1), 25.
   PubMed Web of Science ®Google Scholar
• Berkovich, I. (2014). A socio-ecological framework of social justice leadership in education. Journal of Educational Administration, 52(3), 282–309.
   Google Scholar
• Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1), 68–75.
   Google Scholar
• Black, R. (2001). Fifty years of refugee studies: From theory to policy. International Migration Review, 35(1), 57–78.
   Web of Science ®Google Scholar
• Bogotch, I. E. (2002). Educational leadership and social justice: Practice into theory. Journal of School Leadership, 12(2), 138–156.
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Brooks, J., Normore, A., & Wilkinson, W. (2017). School leadership, social justice and immigration: Examining, exploring and extending two frameworks. International Journal of Educational Management, 31(1), 3–26.
   Google Scholar
• Cazden, C. (2012). A framework for social justice in education. International Journal of Educational Psychology, 1(3), 178–198.
   Google Scholar
• Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Thousand Oaks, CA: Sage.
   Google Scholar
• Directorate General for Immigration Management. (2014). Temporary protection regulation. Retrieved from http://www.goc.gov.tr/files/files/temptemp.pdf
   Google Scholar
• Directorate General for Immigration Management. (2016). National action plan of Turkey for the adoption of EU acquis in the field of asylum and migration. Retrieved from http://www.goc.gov.tr/files/files/turkiye_ulusal_eylem_plani(1).pdf
   Google Scholar
• Dryden-Peterson, S. (2016). Refugee education in countries of first asylum: breaking open the black box of pre-resettlement experiences. Theory and Research in Education, 14(2), 131–148. doi:10.1177/1477878515622703
   Web of Science ®Google Scholar
• Education Reform Initiative. (2017). Education monitor report. Retrieved from http://www. egitimreformugirisimi.org/wp content/uploads/2017/03/EIR_2017_2018_29.11.18.pdf
   Google Scholar
• European Commision. (2018). Second annual report on the facility for refugees in Turkey. Retrieved from neighbourhoodenlargement/sites/near/files/14032018_facility_for_ref u gees_in_turkey_second_annual_report.pdf
   Google Scholar
• Fraser, N. (1997). Justice interruptus: Critical reflections on the “postsocialist” condition. New York, NY: Routledge.
   Google Scholar
• Fraser, N. (1998). Social justice in the age of identity politics: Redistribution, recognition and participation. In G. Peterson (Ed.), The Tanner lectures on human values (pp. 3–36). Salt Lake City: University of Utah Press.
   Google Scholar
• Fraser, N. (2008). Reframing justice in a globalizing world. In K. Olson (Ed.), Adding insult to injury: Nancy Fraser debates her critics (pp. 273–295). London, UK: Verso.
   Google Scholar
• Fraser, N., & Honneth, A. (2003). Redistribution or recognition? A political-philosophical exchange. New York, NY: Verso.
   Google Scholar
• Hamilton, R. (2004). Schools, teachers and the education of refugee children. In R. Hamilton & D. Moore (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 83–96). London: Routledge Falmer.
   Google Scholar
• Kardeş, S., & Akman, B. (2018). Suriyeli Sığınmacıların Eğitimine Yönelik Öğretmen Görüşleri. İlköğretim Online, 17, 3.
   Google Scholar
• Keddie, A. (2012). Schooling and social justice through the lenses of Nancy Fraser. Critical Studies in Education, 53(3), 263–279.
   Web of Science ®Google Scholar
• Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school leadership: A synthesis of the literature. Review of Educational Research, 86(4), 1272–1311.
   Web of Science ®Google Scholar
• Lingard, B., & Keddie, A. (2013). Redistribution, recognition and representation: Working against pedagogies of indifference. Pedagogy, Culture and Society, 21(3), 427–447. (Fraser, 2007).
   Google Scholar
• Marshall, C., & Rossman, G. (2012). Designing qualitative research. Thousand Oaks: Sage Publications.
   Google Scholar
• MoNE. (2018). Geçici koruma kapsamı altındaki öğrencilerin eğitim hizmetleri. Ankara. Retrieved from https://hbogm.meb.gov.tr/meb_iys_dosyalar/2018_12/03175027_03-12-2018__Ynternet_BYlteni.pdf
   Google Scholar
• Norberg, K. (2017). Educational leadership and im/migration: Preparation, practice and policy–The Swedish case. International Journal of Educational Management, 31(5), 633–645. OECD.
   Web of Science ®Google Scholar
• Oplatka, I., & Arar, K. H. (2016). Leadership for social justice and the characteristics of traditional societies: Ponderings on the application of westerngrounded models. International Journal of Leadership in Education, 19(3), 352–369.
   Web of Science ®Google Scholar
• Oxfam Media Briefing. (2016). A poor welcome from the world’s wealthy. Retrieved from https://d1tn3vj7xz9fdh.cloudfront.net/s3fs-public/file_attachments/mb-a-poor-welcome-refugees-180716-en_0.pdf
   Google Scholar
• Şimşek, D., & Corabatir, M. (2016). Challenges and opportunities of refugee integration in Turkey. Research Centre on Asylum and Migration (IGAM) Report. Retrieved from http://www.igamder.org/wpcontent/uploads/2017/01/Challenges-and-opportunities-of-refugee-integrationin-turkey-full-report.pdf
   Google Scholar
• Sinclair, M. (2001). Education in emergencies. Learning for a future: Refugee education in developing countries. In Commonwealth Secretariat (Ed.), Commonwealth education partnerships. Commonwealth Secretariat (pp. 52–56). Edinburgh: Centre for Research in Socially Inclusive Services (CRISIS), Heriot-Watt University.
   Google Scholar
• Şirin, S. R., & Sirin, L. R. (2015). The educational and mental health needs of Syrian refugee children. Washington, DC: Migration Policy Institute.
   Google Scholar
• Strauss, A., & Corbin, J. (1998). Basics of qualitative research. Thousands Oaks, CA: Sage.
   Google Scholar
• Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly, 43(2), 221–258. doi:10.1177/0013161X06293717
   Web of Science ®Google Scholar
• Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice and school reform. New York: Teachers College Press.
   Google Scholar
• UNESCO. (2018). Global education monitoring report 2018. Paris: UN Educational, Scientific and Cultural Organization Publishing. Retrieved from http://unesdoc.unesco.Org/images/0025/002593/259338e.pdf
   Google Scholar
• UNHRC. (2017) Figures at a glance statistical yearbooks. Retrieved from http://www.unhcr.org /en-us/figures-ata-glance.html
   Google Scholar
• Wang, F. (2016). From redistribution to recognition: How school principals perceive social justice. Leadership and Policy in Schools, 15(3), 323–342.
   Web of Science ®Google Scholar